INTERACTIVE CD-ROM (New Edition)

Nacereddin, Abdallah
Dialogues Textbook I:
Words of Everyday Use/Manuel de dialogues I:
vocabulaire courant. Genève:
Institut d'enseignement de la langue arabe/
Poésie Vivante, 1984.
Dialogues Textbook I,
Words of everyday use
Nacereddin, Abdallah
Dialogues Textbook III: Words of Everyday Use/Manuel
de dialogues III: vocabulaire courant.
Genève: L’Auteur/PoésieVivante, 1985.
(Suite au Manuel I)
Dialogues Textbook III,
(followup and end),
Words of everyday use
54 dialogues, 1255
words. (health, housing,
lighting andheating, automobile, correspondence,
the law, birthdays, etc.)
Level; intermediate
course.
first published 1985. Format 16/23 Cm. 160 pages.
51 dialogues, 1469 words.
The first easy dialogues containing the basic elements of
conversation are followed by
questions about everyday life
(the days of the week, the
time, the seasons, months,
colors, weights and measures,
travel, the human body, office
and work, food and drink,
etc.). Progressive study. first
published 1984. Format 16/23
cm. 168 pages.-
Manuel de dialogues III,
(suite et fin),
Vocabulaire courant
Manuel de dialogues I,
Vocabulaire courant
51 dialogues, 1469 mots.
Premiers dialogues faciles
(éléments essentiels de conversation)
suivis des questions de la vie de tous les jours
(jours de la semaine, heures, saisons, mois, couleurs
poids et mesures, voyages, corps humain, bureau et travail,nourriture et boissons, etc.) Apprentissage progressif.
Date de publication : 1984.]
Format 16/23 cm. 168 pages.
1
54 dialogues, 1255 mots.
(santé, habitat, éclairage
et chauffage,voiture, correspondance, justice,
anniversaires, etc.)
Niveau : cours moyen.
Date de publication : 1985.
Format 16/23 cm. 160 pages.
2
INTERACTIVE CD-ROM
(New Edition)
By Abdallah Nacereddine
In addition to various exercises based on the
Fundamental Arabic Textbook, this CD-ROM
contains several other interactive applications,
mainly the Arabic alphabet with text, pictures
and sound, an ntroduction to Arabic grammar,
conjugation tables, a booklet of polites
expressions, an illustrated phrase book,
a picture dictionary with sound accompanied
by a Quiz, and multiple drills and exercises for
vocabulary and grammar skills testing.
(All levels).
CD-ROM INTERACTIF
(Nouvelle édition)
Par Abdallah Nacereddine
En plus des différents exercices basés sur le Manuel
d’arabe fondamental, ce CD-ROM contient plusieurs
autres applications interactives, principalement
l'alphabet arabe, une introduction à la grammaire arabe,
des tableaux de conjugaison, une brochure de
formules de politesse, un livre de phrases illustré, un
dictionnaire d'images, accompa- gné d'un Quiz, et des
exercices variés pour tester les connaissances en
vocabulaire et en grammaire.
(Tous les niveaux).
3
4
Nacereddin, Abdallah
Nacereddine's Multilingual Dictionary
A Basic Multilingual Dictionary
8 languages: Arabic, Chinese, English,
French, German, Japanese, Russian, Spanish.
May 1991: 222 x 148: 780pp.
ISBN 2-9700001-0-5
How the dictionary came about
I have been interested in language learning for a long time. I used to spend
much time daily or weekly in studying one language or another. However, as
soon as I started teaching Arabic at the United Nations Office in Geneva, sixteen years ago, I reduced my time devoted to language study to a minimum. I
had to think of providing teaching
materials for my course, adapted to
UN needs. There was an urgent
need for that. There was nothing
available, apart from some material existing on the market, which I
deemed not corresponding to the
UN spirit.
My study and passion for
languages was solely personal and
with no ambition. Naturally, as I
undertook the study of many languages at the same time, I had no
illusions whatsoever of being good
at them all, so as to be able to
speak, write and read them more or
less fluently. I realize that, in order
to learn and master just one language, especially if it is very different from one's mother tongue,
one must strive very hard. Furthermore, I do not believe in learning a
language in a very short time, no
matter how easy it is or it seems to be. In other words, I do not believe in fast
language. I am saying this, because, I must admit, I am allergic to fast language to such an extent that it gives me nausea and a headache, just as fast
food may give me indigestion and stomach ache!
5
In fact, all I seek in the study of a language is its history, its structure, its script
system, the impact it has on other languages and the impact other languages
have on it. In other words, its points of resemblance and differences in regard
to other languages of the same or different families.
All this fascinates, excites and brings me pleasure and joy as I learn and
try to decipher each letter, each symbol, each ideogram, each idiom, etc., endeavoring to understand what lies and hides behind all that. Thus, I get immediately, i.e. at the first contact, what I seek in my study of a language. I do not
need to wait for months, years or for ever (who knows?) to benefit from my
study and learning.
Although, as I mentioned, I had to reduce the time devoted to my personal interest in languages, a few years ago I felt an urgent need to resume
my studies more intensively. They promised to be more interesting, hence
more beneficial, and for professional reasons, in addition to personal reasons.
Being exposed constantly to students from different languages, cultures and backgrounds, and urged on by the difficulties they encounter in
learning a language different from their own, I resolved to do my best to help
such students by understanding and anticipating their problems, hence finding
solutions to them, in the best way possible.
I think that, as a teacher, if I wish to be more effective to my students,
it is imperative that I understand them. Naturally, in order to understand them,
I must know them first. In order to know them, I must know their languages
and backgrounds. I mean I must have some idea about and be familiar with
their languages, at least some of them. I do not mean that each time I have, for
example, ten students of different cultures in my class, I have to try to learn all
their languages. One cannot learn as many languages as one wishes and master them all, while being a teacher at the same time.
I now devote a large amount of my leisure time to studying a number
of the great world languages of different families, covering wide geographical
areas, focusing on one single language, for some time, so as to have a general
idea about the language, as regards the script system, grammar, structure, etc.,
as mentioned in ø2. In fact, I find dealing with different languages as fascinating and interesting as dealing with different people who speak those languages, since those languages are but their invention and creation.
Thus, in addition to textbooks, cassettes, dictionaries, card indexes in
different languages, already accumulated, I keep on acquiring more and more
material on languages. I ended up susing more than 250 references, studying
20 languages , including Berber, my mother tongue, anad Arabic I learned as a
foreign language at the age of almost seventeen years old.
6
Miultilingual Pictorial
with text, sound and images in
eight different languages:
Arabic, Chinese, English, French,
German, Japanese, Russian, Spanish.
How to use this Pictorial
This Pictorial consists of 204 pictures covering various
topics such as animals, clothes, fruit, vegetables, drinks
and food, transport, household, various domestic and
office appliances, nature, etc. The pictures are classified
in alphabetical order. Navigate through the Pictorial to
view the pictures. Note that the photos are sometimes
in the plural; but the written text and the sound are in
the singular.
L'Illustré Multilingue
avec du texte, du son et des images
dans huit langues différentes: Arabe,
Allemand, Anglais, Chinois, Français,
Espagnol, Japonais, Russe.
Comment utiliser cet Illustré
Cet Illustré consiste en 204 images couvrant différents
domaines tels que les animaux, les vêtements, les fruits,
les légumes, les boissons, les aliments, les moyens de transport, les ustensiles, les différents appareils, la nature, etc
. Les images sont classées par ordre alphabétique. Naviguez
à travers l'Illustré pour visionner les images.
A noter que les objets sur les photos sont parfois au pluriel;
alors que le texte et le son sont au singulier.
7
8
Nacereddin, Abdallah
Dialogues Textbook II: United Nations,
Questions and Answers/Manuel de dialogues II:
Les Nations Unies, questions et réponses. Genève:
Institut d'enseignement de la langue arabe
/Poésie Vivante, 1984.
Unpublished / Non-publié
United Nations:
Questions and Answers
The United Nations: Questions
and Answers. 23 dialogues,
557 words (vocabulary from
the law, policies, history and
present structure of the United
Nations and its specialized
agencies).
Level; intermediate course.
first published 1984.
Format 16/23 Cm. 72 pages.
Les Nations Unies:
questions et réponses.
Les Nations Unies : questions
et réponses. 23 dialogues, 557
mots (vocabulaire du Droit, de
la politique, de l’historique et
de la structure actuelle de
l’ONU et de ses institutions
spécialisées). Niveau : cours moyen.
Date de publication : 1984. Format 16/23 cm. 72 pages.
9
10